Introduction

Loren McGrail
SABES, Boston, MA

"Constructing new images of adults--images built on assumptions of dignity and competence, of literacy as reflective and seif-critical practice, and of learning as participatory--requires that we rethink or reconceptualize not only our notions of what counts as literacy but also our methods of inquiry--the processes we use to document and assess learning."

Across Massachusetts, literacy programs are struggling with a common concern--learner assessment. To assess levels of literacy and English language proficiency and to document progress, programs likely use one or more of these methods: standardized testing, materials-based assessments, competency-based assessment, and participatory assessment.

The primary purpose of this guidebook is to explore participatory assessment or learner-centered approaches to assessment and evaluation. Participatory literacy education is "based on the belief that learners, their characteristics, aspirations, backgrounds, and needs should be at the center of literacy education. " Participatory assessment means a collaborative relationship among learners and program staff in determining the goals, texts and contexts of assessment, as well as in judging its outcomes.

A few key principles guide alternative forms of assessment. The most important principle is that assessment must be done with the learner and not to the learner. Second, it must be integrated into instruction--it should inform curriculum development which inturn provides feedback that will make programs more effective.

By definition, participatory assessment or leamer- centered assessment, differs from program to program, teacher to teacher, and learner to learner.

However, a tool kit of assessment procedures as suggested by Hemmendinger and Auerbach might include activities around the following three components:

• Start-up or Intake Activities
• Along the Way or On-going Activities
• Looking Back or End of Cycle Activities

The first issue of Adventures in Assessment looks at "Start-up" activities. Some of the tools included here aim to get a sense of student interests and goals as they enter a program. As Auerbach says, "They provide base-line data about what students can already do with language and literacy, how they think about it and what they may want to do as a result of instruction. "

Volume two of Adventures in Assessment will focus primarily on-going assessment activities, the ways we document learning as it takes place and the ways we integrate it into instruction. However, we are open to receiving submissions on any activities or tools that you have developed that may be defined as participatory or learner-centered. We are also interested in readers responding to articles, especially if the article is used to experiment with the ideas or tools described.

The first piece, " Assessment Issues" synthesizes the various articles I have read about alternative assessment. It was first published in 1990 as a working paper for SABES as an attempt to put forth for readers why the topic of evaluation and assessment has become so critical to the field of adult education.

In "Partners in Evaluation," Johan Uvin, a workplace ESOL teacher, emphasizes that evaluation is an integral part of curriculum development. He describes the challenge of striking a balance between evaluation needs and preferences of all who have vested interests, from learners to funders. He believes evaluation encompasses three levels: assessment of participants, evaluation of the program, and evaluation of organizational change.

Lucille Fandel describes the importance of uncovering themes and issues as an integral part of initial assessment in "Getting in Touch. " She relates how she adapted and created tools that help her and her Latino students make the link between lesson content and their goals for learning English.

Janet Kelly, in her article describes her own " Assessment Adventures" and illustrates what assessment looks like in a whole language ABE program. She uses a portfolio approach to show how initial and early assessment information even- tually becomes a comprehensive record of on- going assessment. In future volumes, Janet will share her work in on-going reading and writing assessment. Following Janet's piece is a related article by Lindy Whiton. Her "Down and Dirty Miscue Analysis, " elaborates on one of the evaluation tools Janet describes.

Martha Germanowski documents the development of "The Education Goals Assessment Packet, " how it started and how it looks now. Her model illustrates how we can use and adapt other peoples ideas and tailor them to fit our needs..Her. packet also illustrates how skills can be integrated with goals.

In his introduction to " Alternative Assessment: An Annotated Bibliography, " Don Robishaw argues against traditional standardized quantitative approaches in favor of alternative approaches which help practitioners " set up structures for improving learning opportunities and "inform the develop- ment of curriculum which is based on the learners evolving progress. "

While each of these writings falls (loosely) under the theme of start-up activities, there are other lenses through which to view them. The most obvious is that they are written by adult basic education and English as a second language practitioners. Though the ABE/ESL lens may be helpful, you might want to also pay attention to what a whole language approach {Kelly) and a participatory approach (Fandel and Uvin) have in common and how they differ. You might want to look at how these practitioners have adapted others ideas, forms and methods for their own purposes, and how they have made the tools their own (Germanowski).

It is our hope that this guidebook will become a resource by and for practictioners to select and adapt tools for their own contexts. The development of this resource depends upon program-based practitioner research, the results of which will help develop the field of adult education.

-Loren McGrail. editor

Resources/References
Lytle,Susan, "Dimensions of Adult Literacy: Toward Reconceptualizing Assessment, " in "Living Literacy: Re- thinking Development in Adulthood. " (paper).

Lytle,S. and Wolfe, M. .Adult Literacy Education: Program Evaluation and Learner Assessment. " (Columbus: ERIC Clearinghouse on Adult Career and Vocational Education,1989).

Fingeret, Arlene and Jurmo. Paul eds"Participatory Literacy Education. " New Directions for Continuing Education, No.42. (San Francisco: Jossey Bass. 1989).

Lytle, S. "Dimensions of Adult Literacy: Toward Reconceptualizing Assessment, " ibid.

"Standardized Tests: Their Use and Misuse," BCEL Newsletter (22); January 1990.

Hemmendinger, Anna: A Exercises for Students and Canada: East End Literacy A Tool Kit: Self Evaluation Literacy Workers (Ontario, 1988).

Auerbach, Elsa, Making Meaning, Making Change: (Boston: University of Massachusetts, 1990).

Originally published in Adventures in Assessment, Volume 1 (November 1991),
SABES/World Education, Boston, MA, Copyright 2003.

Funding support for the publication of this document on the Web provided in part by the Ohio State Literacy Resource Center as part of the LINCS Assessment Special Collection.